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College Board research for the National Coalition for Core Arts Standards (NCCAS)

College Board research for the National Coalition for Core Arts Standards (NCCAS). Research Overview. I. International Arts Education Standards. Standards of fifteen countries/regions were analyzed: . Scotland. Australia. Ireland. Sweden. Austria. Japan. United Kingdom. Canada.

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College Board research for the National Coalition for Core Arts Standards (NCCAS)

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  1. College Board research for the National Coalition for Core Arts Standards (NCCAS)

  2. Research Overview

  3. I. International Arts Education Standards Standards of fifteen countries/regions were analyzed: Scotland Australia Ireland Sweden Austria Japan United Kingdom Canada United States Netherlands China Venezuela Finland Singapore New Zealand • What are the standards and benchmarks of each country individually? • What are the trends and commonalities among the group as a whole?

  4. International Arts Education Standards Australia: • The 2010 draft of the standards was built around framework of: • Generating • Realizing • Responding • The 2011 final version of the standards simplified this to two components instead of three: • Making • Responding

  5. International Arts Education Standards

  6. International Arts Education Standards

  7. International Arts Education Standards

  8. II. Arts Standards and 21st Century Skills To what extent do the current U.S. National Standards for Arts Education align with the 21st Century Skills Map in the Arts?

  9. Arts Standards and 21st Century Skills

  10. Arts Standards and 21st Century Skills: Key Findings The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity.

  11. Arts Standards and 21st Century Skills: Key Findings The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity. The P21 skills that were least aligned with the standards were Collaboration, Information, Communication, & Technology Literacy, and Productivity and Accountability.

  12. Arts Standards and 21st Century Skills: Recommendations for NCCAS Consider areas of overlap between P21 skills: • Media Literacy • Information, Communication, and Technology Literacy • Information Literacy • Creativity • Innovation

  13. Arts Standards and 21st Century Skills: Recommendations for NCCAS Consider skills related to work habits/work ethic: • Productivity and Accountability • Leadership and Responsibility • Initiative and Self-direction The current standards cover what is to be learned and, often, how it is to be learned, but don’t often reference the qualities and characteristics students should exhibit while getting there.

  14. Arts Standards and 21st Century Skills: Recommendations for NCCAS Consider the role of technology-oriented skills in the revised standards: • Information, Communication, and Technology literacy • Media Literacy • Information Literacy

  15. III. College-level Standards in the Arts Goal: To understand current standards and expectations for college-level instruction in the arts affecting students who are arts majors as well as non-majors. Phase I of the research involves the following components:

  16. College-level Standards in the Arts: Phase I Findings: Accreditation Standards Review of accreditation standards

  17. College-level Standards in the Arts: Phase I Findings: AP course goals and structure

  18. College-level Standards in the Arts: Phase I Findings: Textbook Analysis Most textbooks for each arts discipline fit into one of four categories:

  19. College-level Standards in the Arts: Phase I Findings: Textbook Analysis Overall findings: • More resources in the history category than for any other • Fewest textbooks in categories related to artistic production • With the exception of music theory, studies of history and practice in the arts appear to be dealt with entirely separately.

  20. College-level Standards in the Arts

  21. Research currently in progress

  22. State Standards in Arts Education Review of recently revised state arts education standards • Part I: Review and summarize standards documents • Part II: Follow-up interviews with state arts education representatives Goals: • Identify themes/trends in frameworks and overall structure of standards • Identify themes/trends in guiding philosophies or goals addressed in the revision of the standards

  23. State Standards in Arts Education • Colorado • Florida • Michigan • New Jersey • New York City • North Carolina • Tennessee • Washington States/districts reviewed:

  24. State Standards in Arts Education Key findings: Structure of Standards

  25. State Standards in Arts Education High School standards • High school standards were most often addressed as a single grade band, while earlier levels are dealt with grade-by-grade. • In several states, high school standards are addressed in multiple tracks or pathways • Colorado: Fundamental Pathway and Extended Pathway • North Carolina: Beginning, Intermediate, and Advanced

  26. State Standards in Arts EducationKey Findings: Pedagogical themes or trends 21st Century Skills

  27. State Standards in Arts EducationKey Findings: Pedagogical themes or trends

  28. State Standards in Arts EducationKey Findings: Pedagogical themes or trends Revised Bloom’s Taxonomy

  29. State Standards in Arts EducationKey Findings: Pedagogical themes or trends References to NAEP Framework Example: New Jersey standards

  30. State Standards in Arts EducationKey Findings: Pedagogical themes or trends Washington • The NAEP language of creating, performing, and responding connects the skills and concepts associated with all disciplines.

  31. State Standards in Arts EducationKey Findings: Pedagogical themes or trends Understanding by Design influence Example: Florida

  32. State Standards in Arts EducationSynthesis of Key Findings

  33. Media Arts Standards Review of media arts standards in the United States: • LAUSD • Minnesota • New York City (the Moving Image category of the NYC Blueprint for the Arts) • South Carolina Goals: • Identify similarities and differences in definitions of media arts, and approaches to instruction

  34. Media Arts Standards

  35. Media Arts Standards Example: Minnesota

  36. Media Arts Standards From conversations with writers of Media Arts standards:

  37. Child Development and Arts Education What are best practices in arts education as they relate to the social, emotional, and cognitive development of children from the pre-K to college levels?

  38. Child Development and Arts Education Discipline-specific literature reviews divided by age/grade bands, addressing: • Developmental characteristics of students at this age • Students’ abilities and interests in this particular discipline at this age • Hallmarks of best practices in arts instruction for learners of this age

  39. Sample Recommendations: Dance

  40. Find College Board/NCCAS research online The College Board: Arts at the Core http://advocacy.collegeboard.org/preparation-access/arts-core. National Coalition for Core Arts Standards http://nccas.wikispaces.com http://nccas.wikispaces.com. Nancy Rubino, Senior Director, Office of Academic Initiatives nrubino@collegeboard.org Amy Charleroy, Associate Director, Office of Academic Initiatives, acharleroy@collegeboard.org

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